In this paper, meta-analysis is used to identify components that are associated with effective metacognitive training programs in reading research. Forty-three studies, with an average of 81 students per study, were synthesized. It was found that metacognitive training could be more effectively implemented by using small-group instruction, as opposed to large-group instruction or one-to-one instruction. Less intensive programs were more effective than intensive programs. Program intensity was defined as the average number of days in a week that instruction was provided to students. Students in higher grades were more receptive to the intervention. Measurement artifacts, namely teaching to the test and use of nonstandardized tests and the quality of the studies synthesized played a significant role in the evaluation of the effectiveness of the metacognitive reading intervention. Appendixes contain ERIC keyword search; the coding instrument; coding instructions; interrater reliability; and formulas for the generalized least square regression coefficients and associated standard errors.) (Contains 1 figure, 4 tables of data, 55 references, and a list of 43 primary studies evaluated.)